IEP PHASE 3: THE IEP MEETING

OVERVIEW

Phase 3 is where decisions are made. This phase focuses on meetings with the school to determine eligibility and, if appropriate, create your child's IEP. This can feel intimidating, but preparation and knowledge shift the balance—you are not a guest, you are a decision-maker.

ELIGIBILITY MEETING VS. IEP MEETING

These are often confused and sometimes combined.

Eligibility Meeting: The team reviews evaluation results and decides whether your child qualifies for special education services under IDEA.

IEP Meeting: If your child is eligible, the team develops the actual IEP—goals, services, supports, and accommodations.

Some schools hold these separately. Others combine them into one meeting. You have the right to ask which meeting you are attending and request they be held separately if you need more time.

WHO WILL BE AT THE MEETING

Common participants include:

  • You (the parent or guardian): expert on your child

  • Student (when appropriate): voice and self-advocacy

  • General education teacher: understands grade-level expectations

  • Special education teacher: provides specialized instruction

  • School administrator: has authority to approve services

  • Related service providers: speech therapist, OT, PT, counselor

  • Evaluator or school psychologist: explains test results

You may also bring a support person or advocate. The school must inform you of who will attend.

HOW TO PREPARE BEFORE THE MEETING

Preparation reduces stress and increases clarity.

  • Review all evaluation reports ahead of time

  • Write down your child's strengths and challenges

  • Highlight areas where your child struggles to access learning

  • Prepare questions and concerns

  • Decide your non-negotiables versus flexible areas

  • Practice saying "I need time to think about this"

You do not need to memorize everything—just know your priorities.

WHAT TO BRING TO THE MEETING

Bring items that ground and support you:

  • Copies of evaluation reports

  • Your written notes and questions

  • A pen or device for taking notes

  • Outside reports (therapy, medical, tutoring records)

  • A trusted support person (if helpful)

  • Water and something to help you stay comfortable

You are allowed to take notes, record the meeting (check state laws), or request written notes afterward.

UNDERSTANDING THE IEP DOCUMENT SECTIONS

An IEP is a structured legal document. Key sections include:

PLOP (Present Levels of Academic Achievement and Functional Performance): Describes how your child is currently performing in school—both academically and functionally (social skills, behavior, daily living skills). This is the baseline that goals are built from.

Annual Goals: Specific, measurable goals your child is expected to work toward over one year. Each goal should answer: What skill? How will it be measured? What is the target?

Services: The special education instruction and related services your child will receive, including how often (frequency), for how long (duration), and where (location).

Accommodations: Supports that help your child access the same curriculum as peers. Examples: extended time, preferential seating, visual aids, breaks, assistive technology.

Modifications (if applicable): Changes to what your child is expected to learn or how they're graded. This means the curriculum itself is adjusted—not just how it's delivered.

Placement: The least restrictive environment where services can be provided. This refers to the learning setting (general ed classroom with support, resource room, etc.), not a specific building.

Progress Monitoring: How and when the school will measure and report your child's progress toward goals.

HOW TO PARTICIPATE EFFECTIVELY

During the meeting:

  • Ask for clarification when something is unclear—never pretend to understand

  • Pause the discussion if you feel overwhelmed or rushed

  • Redirect the focus to access and support, not blame or labels

  • Take your time—decisions do not need to be made immediately

  • Write down anything you want to revisit later

You are allowed to say:

  • "I need time to think about this"

  • "Can you explain that in simpler terms?"

  • "I'd like to take a break"

  • "I want to review this at home before signing"

QUESTIONS TO ASK DURING THE MEETING

Helpful questions include:

  • How does this support address my child's specific needs?

  • How will progress be measured and shared with me?

  • What happens if this plan is not working?

  • How often will services be reviewed?

  • What supports will be used in the classroom daily?

  • Who is responsible for implementing each service?

  • How will teachers communicate with me about progress?

  • What training do staff have in my child's areas of need?

YOUR RIGHTS DURING THE MEETING

You have the right to:

  • Fully participate and ask questions

  • Bring a support person or advocate

  • Request changes or revisions to any part of the IEP

  • Pause or reschedule the meeting

  • Disagree with any part of the plan

  • Refuse to sign immediately—you can take the IEP home to review

  • Request a draft IEP before the meeting (best practice)

Important: Signing means you consent to the plan. You do not have to sign under pressure. You can also consent to parts of the IEP while disagreeing with others.

WHAT HAPPENS AFTER THE MEETING

After the meeting:

  • You receive a copy of the signed IEP (usually within 10 days)

  • Services should begin as written, typically within a reasonable timeframe

  • Teachers and providers are legally responsible for implementation

  • Progress reports are shared with you regularly (frequency stated in IEP)

  • The IEP is reviewed annually, but you can request a meeting anytime

If services are not happening as written, document it and request a meeting immediately. Implementation is not optional.

✅ ACTION STEPS FOR PARENTS

Take these next steps:

  1. Review the final IEP document carefully at home

  2. Confirm start dates for all services

  3. Keep organized records of communication and progress reports

  4. Check in with your child regularly about how supports are working

  5. Request a follow-up meeting if concerns arise—don't wait for annual review

Documentation protects your child's rights.

COMMON QUESTIONS & CONCERNS

Do I have to sign the IEP at the meeting? No. You can take it home to review for as long as you need. Some parents consult with advocates first.

What if I disagree with part of the IEP? You can request changes, refuse consent to specific sections, or request another meeting. You don't have to accept everything.

Can I ask for another meeting? Yes. You can request a meeting at any time if you have concerns. The annual meeting is the minimum, not the maximum.

What if the school rushes the meeting? You can slow it down, ask for a break, or reschedule. Meetings should not feel like an ambush.

Can goals be changed later? Yes. IEPs are living documents and can be amended at any time through an IEP meeting.

What if services aren't being provided as written? Document every instance, send a written concern to the special education coordinator, and request an immediate meeting. This is a legal violation.

Can my child lose their IEP later? Yes, but only after a formal re-evaluation, team review, and data showing they no longer need services. It's not decided casually.

What if I don't understand the educational language or jargon? Stop the meeting and ask for plain language explanations. You have the right to understand everything being discussed.

Can services happen outside the general education classroom? Yes, depending on the service and your child's needs. Placement decisions must be based on the least restrictive environment.

What if I feel intimidated by the team? That feeling is common, especially in your first meeting. Bringing a support person, preparing questions, and knowing your rights changes the dynamic.

You belong at the table.

In Phase 4, you'll learn how to monitor the IEP, track progress, and advocate when things need to change—without burning out or second-guessing yourself.